The Assistive Technology Assessment: An Instrument for Team Use

Guest Columnist: Nancy E. Shuster

Assistive Technology (AT) is frequently viewed as a panacea by educational teams for students with special needs that will magically enhance students' performance. Of course, it is not this simple. Rather, AT is a tool to help students maximize their potential and ability to achieve their individualized educational objectives. This relationship is supported by IDEA, and is especially critical in legally driven cases. Educational teams frequently struggle with the sensitivity of this association, and have difficulty correlating the educational objectives with the specific areas in which AT can augment students' skills. Other challenges for the educational team include (a) the specific application of AT into the various curriculum-driven educational routines, (b) adapting the AT or other strategies to meet the educational demands, (c) coping with the logistics within the classroom and (d) larger educational environment, and determining when and how to use which strategy or modification and/or AT.

The actual student use of AT is often the less stressful aspect of the process, and is often the reward for the team's efforts. For example, it is frequently easier to train a student to learn a specific software application than it is to develop team consensus about the use of AT or cope with the financial process related to the procurement of the technology. Furthermore, it is difficult to determine how and when to integrate the technology within the existing curriculum, including the intricate issues pertaining to the daily logistics, when to use which strategy or tool, or when to use a tutorial approach versus student involvement with the classroom group. Teams are frequently challenged to develop creative coping techniques regarding the logistics and specific educational demands for AT use within the classroom and expansive school environment; they must also determine when and how to use various AT strategies as correlated with multiple educational demands.

When presented with reasons for doing the AT evaluation such as "to increase communication skills" or "to increase writing skills," it is evident that these rationales are deficient in providing the necessary correlation with the student's specific educational objectives. After receiving numerous rationales for AT assessment where teams presented vague information about the student's educational performance and ambiguous expectations regarding the purpose of the evaluation, ACES Assistive Technology Services developed a format to assist in the assessment process. This practice assists teams in developing focus areas for the assessment, reduces the amount of time it takes to gather relevant student information, and provides a compilation of the essential information to support the subsequent documentation needed to validate the AT suggestions for Planning and Placement Team (PPT) review and decision.

The major rationale for developing this referral process was to assist teams in identifying the objectives of AT within the student's curriculum and facilitate subsequent strategic planning to address and appropriately apply the use of AT (i.e., when to use what for specified educational goals). In addition, the process provides a directed method to synthesize and document information about the student's present skills, the existing strategies and modifications, and their effectiveness. Although ACES Assistive Technology Services developed this format, any individual or team can use this method to enhance the evaluation process. In summary, the purpose of this procedure includes the use of this instrument to assist educational teams.

1. Synthesize and compile the essential information about the student's present level of performance and skills.
2. Gather information regarding the present technology, modifications and strategies used, including effectiveness.
3. Develop educational priorities and focus areas for the use of AT.
4. Identify logistical barriers for the use of AT within the classroom and broader educational environment.
5. Empower teams to realize their efforts and determine their own professional and technological resources for doing part or all of the assessment.
6. Promote a buying in or team consensus regarding all of the above areas, which helps to share in the responsibility, focus, and ownership of the use of AT for a specific student.
7. Provide a vehicle for family expression regarding expectations for the AT assessment and to compare this with other team members' expectations.

Stage 1: Pre-Referral Phase (see Forms 1 and 2 PDF file)

This phase includes the use of the Assistive Technology Pre-Referral Meeting worksheet, an optional instrument to reflect team discussion concerning the student's AT needs. A team meeting is arranged to gather information regarding the existing technology, strategies, and modifications used, and to discuss the effectiveness of the existing technology in addressing the student's educational needs.

The team reviews the existing professional and technological resources to determine if there are adequate expertise and technology within the school or district to evaluate other intervention strategies. This format guides the team in determining how much assistance is needed and whether they can perform part or all of the AT evaluation. The team can also determine the type of external resources needed, if necessary. For example, a team may benefit from using an AT consultant or manufacturer's representative to guide the team in performing in-school trials, obtaining information about AT options and features, collecting data, guiding trial simulations, and suggesting AT adaptations or modifications. This empowers the team to do as much of the evaluation as possible, and builds the internal capacity of the existing team.

The Assistive Technology Pre-Referral Meeting worksheet is a tool for facilitating team consensus regarding the validation, purpose, and focus of the AT evaluation. This instrument assists the team to:

1. Gather information concerning existing educational strategies and the associated effectiveness in addressing the student's educational objectives.
2. Decide whether an AT evaluation is needed or whether other evaluations (e.g., psychology, vision, medical) or interventions (e.g., non-technology modifications) should be pursued.
3. Develop team consensus regarding the purpose(s) and focus area(s) for AT evaluation and use.
4. Focus on staff resources (i.e., expertise with AT, ability to evaluate other AT or intervention modalities).
5. Review existing technology resources presently available within the school or district as part of the evaluation process.
6. Determine what type of external assistance is needed, if any, and whether the team can perform part or all of the evaluation (e.g., use external consultant for guiding the team through the evaluation, for staff training regarding AT options).
7. Discuss student barriers for success and other potential obstacles (i.e., logistical, financial, political, legal issues).

Stage 2: Referral Phase (see Forms 3 and 4 PDF file)

The ACES Assistive Technology Services Referral form can be used by any educational team pursuing an AT evaluation using either internal or external resources. This instrument also aims to build consensus among team members regarding the student's skills, barriers for success, and the purpose of AT in optimizing the student's performance. This tool provides a format to develop a condensed portrayal of the student's skills and limitations, and subsequently guides the team toward formulating focus areas for the AT assessment as per the IEP objectives.

This process supports a collaborative team effort, and includes participation by the student and his/her family. Special attention should be given to any discrepancies or incongruities among team members regarding the anticipated educational outcomes of using AT (i.e., between school personnel, the student, the family). This information will help guide the team process, provide evidence to clarify any disparities or misconceptions within the team, and provide documented validation of family involvement as strongly mandated in the revised Individuals with Disabilities Education Act of 1997.

An educational team pursuing an AT evaluation can utilize the ACES Assistive Technology Services Referral form as a method to:

1. Summarize and recognize the existing educational services provided, current assistive technology used, and existing educational strategies and modifications employed.
2. Develop team consensus and validation regarding the student's existing skills and limitations in the areas of communication, visual skills, cognitive and academics skills, pre-reading and reading, writing, computer and keyboarding, and other AT use.
3. Analyze the team-generated compilation of student skills to correlate the use of AT with highlighted deficit areas.
4. Promote team consensus for AT appropriateness and focus area(s).
5. Direct the team process by assisting the team in setting priorities and expectations for AT use, as correlated with the student's IEP objectives and curriculum integration issues;
6. Identify potential barriers for successful AT use (e.g., logistical, political, family, social, transitional issues).
7. Develop documentation in compliance with IDEA (i.e., correlate AT use with IEP objectives, family inclusion in the assessment process).
8. Assist the team with subsequent documentation for justifying the AT suggestions for PPT review and decision.

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Nancy Shuster has coordinated an assistive technology services program for Area Cooperative Educational Services (ACES) in North Haven, Connecticut, since 1987. She received her Bachelor of Science degree, Magna Cum Laude, at New York University in Occupational Therapy and her Master of Science degree in Community Health, concentration in Health Administration, from the University of Connecticut. Ms. Shuster is a frequent contributor to the Assistive Technology literature including publications in Rehab Review and the American Journal of Occupational Therapy. She may be contacted at nshuster@aces.k12.ct.us
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If you have an assistive technology topic or product that you would like to see covered or if you are interested in being a guest writer, please send your comments to:
Tamarah M. Ashton
Department of Special Education
California State University, Northridge
Northridge, California 91330-8265
(818) 677-4869
tamarah.ashton@csun.edu